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Rudiuk, T. V. "Family vocabulary and pedagogy (communicative-activity approach)." Pedagogical sciences reality and perspectives, no. 77 (2020): 180–84. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.40.
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Rudiuk, T. V. "FAMILY VOCABULARY AND GENEALOGY (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy, no. 28 (2020): 89–92. http://dx.doi.org/10.32843/2663-6085/2020/28.16.
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Utembaeva, M. M., R. M. Baitenova, and N. A. Yesimkhanova. "COMMUNICATIVE APPROACH IN TEACHING ACTIVITY ACADEMIC SPEECH." Bulletin of Kyrgyzstan 1, no. 1 (2019): 97–100. http://dx.doi.org/10.33514/bk-1694-7711-2019-1-97-100.
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Bekova, Dariga A., Akbope K. Karabaeva, and Akmaral A. Umirbekova. "Communicative – Activity Approach in Learning Foreign Language." European Researcher 90, no. 1 (2015): 48–54. http://dx.doi.org/10.13187/er.2015.90.48.
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Larionova, L. G. "ORTHOGRAPHY TEACHING IN TERMS OF COMMUNICATIVE AND ACTIVITY APPROACH." Russian language at school 79, no. 3 (2018): 22–28. http://dx.doi.org/10.30515/0131-6141-2018-79-3-22-28.
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Бутакова, Лариса Олеговна. "Communicative and activity approach to non-homogeneous institutional texts." Tomsk state pedagogical university bulletin, no. 3(227) (May 26, 2023): 103–11. http://dx.doi.org/10.23951/1609-624x-2023-3-103-111.
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Порталы городского и регионального руководства отражают требование обязательности общения официальных властей с населением в виртуальной среде, институциональны по дискурсивной направленности, содержат негомогенные средства передачи информации и оформления коммуникации. Официальный портал администрации г. Омска (https://www.admomsk.ru/web/guest/main) рассматривается в аспекте коммуникативно-деятельностного подхода с целью установления способов передачи информации, организации общения с разными группами адресата, функций вербальных и иных регулятивов. Теоретическая значимость исследования состоит в применении двухэтапной методологии, включающей оценку регулятивов разной природы, установление их взаимосвязи с когнитивными и коммуникативными моделями виртуальной среды, выявление текстов, сориентированных на социально ограниченного адресата, установление их разноуровневого состава. Практическая значимость связана с характером полученных результатов, касающихся наличия в структуре портала типового навигационного каркаса с простой системой линейных вертикальных и горизонтальных связей, представленности на содержательном уровне взаимосвязанных вербальных и визуальных компонентов, обусловленности их соотношения целями раздела, актуальностью информации для адресанта и адресата, значимостью поликодовых моделей, передающих региональную информацию, воздействующих на эмоциональную сферу адресата – жителя города. В результате исследования были сделаны выводы о ведущей роли в реализации стратегии информирования тематического, логического, сюжетно-композиционного уровней контента и его частей, функционировании многоплановой системы регулятивов, наличии эксплицитных визуальных (горизонтальных) регулятивов, локализующих внимание адресата с помощью цвета, размера, пространственного расположения, репрезентирующих определенную тему, проблему, информацию, визуальных вертикальных регулятивов, связанных с призывами к конкретным действиям, визуальных скрытых регулятивов (фотографий, инфографики, воздействующих на эмоциональную и эстетическую сферы адресата, диаграмм, графиков, таблиц, служащих для концентрации большого объема информации, упрощения ее восприятия), существование которых обнаруживается только после открытия гиперссылок, эксплицитных вербальных горизонтальных и вертикальных регулятивов, номинирующих разделы контента, гиперссылок, передающих информацию и через нее лексическими, стилистическими, цифровыми, графическими средствами осуществляющих «якорение» внимания адресата, полимодальных регулятивов. Non-homogeneous (polycode, polymodal, multimodal) texts have long become part of modern communication (both media and official business). The requirement for mandatory communication of official authorities, public and party organizations with the population in a virtual environment has given rise to official portals of regional governments, ministries at various levels, and city administrations. These virtual objects are institutional because they have a discursive orientation, specific means of information transfer and communication design. The communicative-activity approach is applicable to the texts contained on the official portals of the city administration (in this article we are talking about the virtual portal of the Administration of Omsk Omsk. rf, located at: https://www.admomsk.ru/web/guest/main). The purpose of the article is to evaluate the ways of transmitting information, organizing communication with different age and social groups of the addressee in terms of the manifestation in them of visual, verbal, multimodal regulators that implement communicative and cognitive models of the virtual institutional environment. Material for this study: texts posted on the virtual portal of the administration of the city of Omsk (Omsk. rf.). The research methodology includes two stages: 1. Evaluation of visual, verbal, multimodal regulators, their communicative orientation in terms of expressing communicative and cognitive models of the virtual institutional discursive environment; 2. Identification of texts aimed at certain social and age groups of addressees, establishing their informational, semantic, communicative, cognitive composition as an environment for forming the image of the addressee and addressee. The main results of the analysis of the form and content of the portal showed the following. The portal structure includes a typical navigation frame with a fairly simple system of linear vertical and horizontal links. The content level is represented by interconnected verbal and visual components. Their different ratio in different parts of the content, the quality and quantity of inhomogeneous units is due to the goals of the section (transmission of information / impact on the emotive, aesthetic sphere of the addressee), the relevance of the information contained for the addresser and addressee. The communicative and cognitive levels form verbal and visual communicative and cognitive models that convey a predominantly regional formation, affecting the emotional sphere of an addressee that is indefinite in social, gender, age terms - a city resident, establishing an interactive connection with the latter. The communicative-activity approach to a non-homogeneous text of an institutional type - the official portal of the Administration of the city of Omsk, showed a variety of means of communication (visual and verbal), one-sidedness of communication, typical for virtual objects of this level. The method of designating a collective addresser is indicated in the name of the portal through an indication of ownership (portal of the Administration of Omsk), corresponds to the legal norms of institutional discourse. The category of the addresser is specified at the factual level in the part of the portal “Administration” with the help of the Mayor’s personal page, description of the Mayor’s office, legal grounds for activity, etc. The addresser’s communication is focused on a regionally limited collective addressee - residents of Omsk (Omsk). Less often, the addressee is limited by territory, age, social group. The category of the addressee in the texts of the portal is expressed by indirect means - the names of age social, gender and other groups and their representatives in the headings of the content and within the texts that fill it. Special appeals to an indefinite addressee are single, associated with current events in the city, weather, etc. The structure of the horizontal-vertical links of the portal’s navigation frame, the “duplication” of the content components in the header and footer parts direct the addressee’s attention to the hyperlinks he needs, ensuring comfort and utility of perception. But the titles of these hyperlinks do not reveal the impactful (emotive, expressive, aesthetic) strategies that are found in a number of pieces of content. They are implemented using a variety of static and dynamic infographics, they are found only after opening a hyperlink. The leading means of polycode, polymodal, multimodal implementation of the informing strategy are the thematic, logical, plot-compositional levels of the content of the portal as a whole, texts in its parts. The nominations of hyperlinks and the leads of the texts contained in them, together with the photographs accompanying the links, perform the functions of attracting the reader’s attention and informing. The portal contains a multifaceted system of regulators due to the multimodal nature of this virtual object. The system includes: explicit visual (horizontal) regulators that attract and localize the attention of the addressee with the help of color, size, location in the space of the portal interface, creating contrast, meaning a certain topic, problem, information or supplementing it; visual vertical regulators associated with calls for specific actions; visual hidden regulators (photos, infographics - photo report, photo report, photo story, photo tour, performing the functions of influencing the emotional and aesthetic spheres of the recipient’s perception; diagrams, graphs, drawings, tables, performing the functions of concentrating a large amount of information, illustrating, simplifying perception), the existence of which is found only after opening hyperlinks; explicit verbal horizontal and vertical regulators that nominate sections of content, hyperlinks, etc., conveying mainly information and through it by lexical, stylistic (a combination of neutral, special and colloquial vocabulary), digital, graphic (font, underlining, color highlighting) means that implement “anchoring” the attention of the addressee; polymodal regulations (video about the professional activities of employees of the City Administration, the mayor, city utilities).
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Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.
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The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
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Bilozorov, Ye V. "COMMUNICATIVE THEORY OF LAW AND ACTIVITY–BASED APPROACH: INTERACTION OPPORTUNITIES." SOCIOLOGY OF LAW, no. 3-4 (2022): 17–20. http://dx.doi.org/10.37687/2413-6433.2022-3-4.3.
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Pavlova, N. D., V. A. Afinogenova, T. A. Kubrak, T. A. Grebenschikova, I. A. Zachesova, and T. D. Salnikov. "Integrated Discursive Approach to the Communicative Activity of Internet Users." Sibirskiy Psikhologicheskiy Zhurnal, no. 95 (2025): 40–60. https://doi.org/10.17223/17267080/95/3.
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The growing interest in the study of psychological characteristics of media content is due to the spread of the internet in modern life. In this regard, the study of communicative activity of users in the space of the internet as a new discursive phenomenon of digital society is of particular relevance. This task was accomplished by developing a methodology for the integrated study of discourse based on psychological, psycho-linguistic and mathematical methods. The aim of the article is to present the results of applying this approach to the analysis of the intentional component of communicative activity, to determine its possibilities, limitations and prospects. To identify the intentions of the users communicative activity, the method of intent analysis was used to describe and verify discursive markers which are indicators of intention realization, psycho-linguistic methods of lexicon-grammatical analysis. The author's experimental method of understanding of the utterances used to assess the potential of the discursive markers, the syntactic analyzer, genetic algorithm as based on DEAP, the neural network model BERT, which takes into account the parameters of emotional tone of discourse. 44 categories of intentions (4897 realizations) are revealed, among which negative intentions were the most frequent. Neutral analytic intentions were the most diverse in composition. The lexical, syntactic, graphic and punctuation markers of intentions of communicative activity were described, and their specificity for Internet discourse was established. The ability of discourse markers to make intention more explicit is confirmed empirically. At the same time, the variability / inequality of the potential of markers was revealed, which along with the cognitive proximity of certain categories can complicate their unambiguous identification. Prospects for taking into account the context of utterances, which significantly improves the recognition of intentions, with the use of artificial intelligence models and methods were identified. According to the results of the study, the integrated discursive approach helps to overcome the problems related to the implicitness of the psychological content of the utterances and the contextual variability of its verbalization, creating a basis for technologies to assess the dynamics of interaction on the internet, the impact and its social consequences.
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Anatoliy, Kostruba. "Thoughts on the problem of formation of professional communicative competence of lawyers." Приватне право і підприємництво, no. 19 (January 1, 2019): 29–33. https://doi.org/10.5281/zenodo.3731911.
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Reforming institutions of procedural law of Ukraine requires a higher level of communicative competence of lawyers, which presupposes applying innovative approaches to organization of professional training of lawyers, as well as introducing competence – oriented education and teaching in the light of their dialogue and discussion and linguo-intense professional activity. As professional activity of lawyers is based on communications, it requires well-developed communicative skills, consequently, the entire organization of professional training of lawyers shall be structured taking into account this factor. The Article suggests the integrative approach to formation of professional communicative competence of students of legal departments, which includes combination of linguistic and law – specific disciplines within the context of applying interactive training techniques
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KHOMUTOVA, T. N. "TRANSLATION STRATEGIES: AN INTEGRAL APPROACH." Bulletin of Chelyabinsk State University 490, no. 8 (2024): 199–212. https://doi.org/10.47475/1994-2796-2024-490-8-199-212.
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The article focuses on the problem of defining and modeling translation strategies within the framework of an integral approach. An integral approach is an approach to language and linguistic objects that combines different points of view on the same object of study for the purpose of its holistic, multifaceted presentation. This approach is based on a universal integral model of language. Translation strategy from an integral perspective is defined as an integral dispersed object, a general program of actions of the translator aimed at creating a translation text in accordance with the cognitive, social, cultural, linguistic and communicative goals of the author of the source text and / or the initiator of the translation in a particular communicative situation. Translation strategy as an integral object and a general program of actions of the translator characterizes any translation as a whole, we call such a strategy general. Having applied integral modeling to the general translation strategy, we have identified four sectors in its integral model: cognitive, linguistic, cultural and social, the units of which are actualized with the help of the mechanism of communicative activity. Communicative activity is the fifth component of the integral model, activating and uniting the units of all sectors into a single whole. Based on the integral nature of the general translation strategy, we highlight cognitive, cultural, social, linguistic and communicative translation strategies. Each of these strategies is a complex unity of specific strategies that are interconnected and interdependent due to the general and specific objectives of translation and the conditions of communication. Specific translation strategies are integral parts of the general integral strategy and are separated only for research purposes. The study of the integral nature of translation strategies and their correlations based on texts of various styles and genres can be the subject of further research.
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Kernas, Andrey, Galyna Kotlomanitova, Marharyta Kozyr, Natalia Myronenko, Svitlana Sokolovska, and Nataliya Stepanchenko. "Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 15, no. 1 (2024): 74–88. http://dx.doi.org/10.18662/brain/15.1/537.
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The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.
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Andrey, KERNAS, KOTLOMANITOVA Galyna, KOZYR Marharyta, MYRONENKO Natalia, SOKOLOVSKA Svitlana, and STEPANCHENKO Nataliya. "Professionalization of Pedagogical Activity of Future Teachers, Formation of Communicative Competence as an Aspect of Neuropedagogy." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 15, no. 1 (2024): 74–88. https://doi.org/10.18662/brain/15.1/537.
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The article reveals the relevance of the formation of the future teacher's communicative competence as a professionalization of the basic component of pedagogical activity and individual requirements for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the formation of communicative competence of the future teacher, in particular in the context of the neuropedagogical approach. The authors highlight the approaches to the formation of students' communicative skills in the process of studying a block of pedagogical disciplines during the period of obtaining a pedagogical education. The paper asserts the need to follow a systematic approach in the formation of communicative competence as a dominant component of the professional competence of the future novice teacher. The effectiveness of his pedagogical activity, as the authors note, is determined by the content of the "communicative portrait" of students - future teachers, the effectiveness of the educational process depends on this. Such a position requires a new approach based on neuropedagogical components. It is the communicative knowledge, abilities and skills of the future teacher that will allow building the trajectory of object-subject and subject-subject interaction in a holistic educational process. A key component of communicative competence is the teacher's communicative culture, which ensures the effective construction of direct and feedback communication with the participants of the educational process. Professional activity always requires from the future teacher the ability to build strategy, tactics and techniques of subject-subject interactions, to organize joint activities with students to achieve educational goals.
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ZELENSKA, Liliia, and Svitlana TYMCHENKO. "Teaching technologies of future air traffic controllers’ foreign language communicative competence formation: context approach." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 163–68. http://dx.doi.org/10.33251/2522-1477-2022-11-163-168.
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The purpose of this study is to disclose the leading role of a business game as a form of quasi-professional activity used in foreign language training in order to achieve a sufficient level of air traffic controllers’ communicative competence. The educational value, stages of the conducting business games and an example of the business game are represented. The idea of contextual learning, the content of which is the subject matter of future air traffic controllers’ professional activity, is highlighted in the paper. It goes without saying that an important factor in the effectiveness of the educational process in Aviation English studying is an active involvement of applicants for higher education to quasi-professional activities. Key words: Aviation English, aviation specialist, business game, communicative activity, contextual learning, foreign language competence
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Mazilina, Daria Andreevna, and Lyudmila Evgenievna Smirnova. "Medical students’ communicative competence development: the integrative approach." Pedagogy. Theory & Practice 10, no. 2 (2025): 139–45. https://doi.org/10.30853/ped20250018.
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The aim of this study is to identify effective approaches to the development of communicative competence in future doctors during the process of learning Russian and a foreign language (English). The article considers the feasibility of using an integrative approach in the formation of communicative competence in a future specialist; analyzes the components of the concepts of "competence," "competency," and "communicative competence"; defines the foundations for integrating learning material in Russian and a foreign language; and proposes types of assignments for conducting integrated lessons in Russian and a foreign language that contribute to the effective formation of communicative competence. The scientific novelty of the research lies in the development of a method for applying an integrative approach based on the analysis of a literary text in order to form communicative competence in medical students during their study of Russian and a foreign language (English). The study found that the process of forming communicative competence in students can be linked to the development of speech skills and a broad outlook based on the interaction of all types of speech activity during the analysis and translation of literary texts.
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Волгина, V. Volgina, Серебрякова, Tatyana Serebryakova, Хворостинина, and N. Khvorostinina. "Experimental Approach to Process Optimization of Preschool Children’s Communicative and Personnel Development." Primary Education 4, no. 1 (2016): 35–40. http://dx.doi.org/10.12737/18222.
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The article presents the results of empirical research focused on the study of the level of communicative and personal development of preschool
 children. The subject of organized research activity is a communicative sphere of the person at baseline levels of ontogeny, the means and ways
 of its effective development. The result of the pilot study was the selection of basic parameters of the communicative development of preschool
 children, a diagnostic cutoff, which showed the need to develop the system of measures for optimizing the development of communicative sphere
 of children. The program of activities is given.
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Rudiuk, T. V. "FAMILY VOCABULARY IN THE CONTEXT OF NONVIOLENT COMMUNICATION (COMMUNICATIVE-ACTIVITY APPROACH)." Innovate Pedagogy 2, no. 30 (2020): 85–89. http://dx.doi.org/10.32843/2663-6085/2020/30-2.16.
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Bakhriddinova, Zarnigor, Gulmira Juraboyeva, Odina Bakhriddinova, and Otabek Yusupov. "Communicative system-activity approach in teaching english as a second language." Общество и инновации 2, no. 5/S (2021): 83–88. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp83-88.
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This article outlines communicative system-activity approach in teaching English as a second language. This approach is the implementation of such a method of teaching, in which an orderly, systematic and mutually related teaching of the English language as a means of communication is carried out in the conditions of simulated (reproduced) speech activity in the classroom - an integral and integral part of the general (extralinguistic) activity. As a result of this approach in teaching, the system of English language proficiency as a means of communication in the broad sense of the word is formed, implemented and operates.
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Sira, Larysa. "COMMUNICATIVE-ACTIVITY APPROACH IN COMPETENCE ORIENTED EDUCATIONAL PROCESS OF HIGHER EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 140–44. http://dx.doi.org/10.24144/2524-0609.2022.51.140-144.
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The article determines the features of the implementation of communicative-activity approach in competence-oriented educational process of higher education. The prospects and directions of development of the modern educational system are actualized. Society more than ever needs new specialists, who would find answers for the challenges of the era and effectively implement them in the process of daily professional activity. The author substantiates the idea that the dominant is the creation of creative and developmental environment of the modern university, which begins with creation of a team of like-minded teachers, who broadcast and produce value attitudes, ideas of self-worth, openness, goodwill, respect to the dignity of human with faith in capabilities on the basis of ethnically oriented pedagogy. It is proved, that a person-oriented education should prepare future specialists to professional life as a continuous act – to deed life, which is a vertex entity, a spiritual apogee in human activity: development of morally responsible independence, originality, self-awareness, self-action, uniqueness as a value basis of the individual`s life. Such value-semantic ideas that represent the essential forces and should determine the change in such structural components of the system education as a goal, content, forms and means of modern professional education. Research methods applied: analysis, synthesis and systematization of scientific literature on pedagogy, psychology, philosophy, sociology, encyclopedic and reference, educational and methodological publications, regulatory and legal acts, information resources of the Internet - to clarify, compare and compare approaches in the direction of the outlined problems. The article reveals that the ideas of self-worth, openness, sincerity of each personalities are essential for facilitating the education process, where human`s personality is a unique holistic system that has opportunities for self-development. This partnership between the teacher-facilitator and future specialists will create conditions for personal and professional growth, self-actualization, revealing the abilities of all participants in the educational process on the basis of productive communicative interaction, the atmosphere of the unconditional acceptance, respect for dignity, trust and positive frankness.
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Trifonova, Svetlana S. "Diagnosis of the Formation of Communicative Skills in Children 4–5 years old with Disabilities Attending a Preschool Educational Institution." Siberian Pedagogical Journal, no. 1 (March 4, 2022): 97–103. http://dx.doi.org/10.15293/1813-4718.2301.10.
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The article deals with the issues of diagnosing the formation of communicative skills in children 4–5 years old with disabilities in a preschool educational institution. Considerable attention is paid to the study of the components that influence the formation of communication skills in 4–5 year old children with disabilities. The results of this diagnostic study will allow a differentiated approach to the development of organizational and pedagogical conditions for the formation of communicative skills, as well as the intellectual and creative abilities of a modern child. The purpose of the article is to interpret the results of a study of the levels of formation of communicative skills obtained during the diagnosis of components (communicative activity, communicative qualities and communicative actions) that determine the communicative skills of 4–5 year old children with disabilities. Methodology. As part of the scientific work, in substantiating and implementing the organizational and pedagogical conditions for the formation of communicative skills, it was necessary to determine the components of communicative skills that can be used to form communicative skills in play and cognitive activities in children 4–5 years old with disabilities. We have adapted, modified methods for identifying the level of development of communicative activity (M. I. Lisina), determining the communicative qualities of a person and communicative actions (A. M. Shchetinina, M. A. Nikiforova). A significant rank correlation of three components (communicative activity, communicative qualities, communicative actions) made it possible to determine the criteria for the formation of communicative skills (the ability to make contact, maintain a dialogue, take initiative in communication, etc.). Based on the severity of the indicators, the levels of formation of communicative skills in children 4–5 years old with disabilities were developed: a successful level, a sufficient level, an insufficient level. In conclusion, it is concluded that the presented results of a diagnostic study aimed at identifying the levels of formation of the components (communicative activity, communicative qualities, communicative actions) that determine communicative skills, made it possible to trace the dependence of the three components that affect the formation of communicative skills in children 4–5 years with disabilities. These data will allow a differentiated approach to the development of organizational and pedagogical conditions for the formation of communicative skills.
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OBIKHOD, INNA, NATALIIA ZAKORDONETS, and OLHA PLAVUTSKA. "COMMUNICATIVE-ACTIVITY APPROACH IMPLEMENTATION IN THE MODERN SYSTEM OF FOREIGN LANGUAGE LEARNING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (2021): 103–13. http://dx.doi.org/10.25128/2415-3605.21.2.14.
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The review of communicative activity key features realization approach in a modern system of foreign languages learning has been carried out. It is defined that the communicative activity approach is based on the conceptual provisions of the activity and principles of communicative learning theory which gives students the opportunity to investigate problems independently, to observe, to analyze, to think critically, to argue and persuade the interlocutor as well as to make their own methods of learning a foreign language and to develop the ability to assess risks, to form constructive management of feelings, to use information and communication technologies, to interact in an adequate and creative way in all kinds of social and cultural contexts, to mobilize life experience, to apply basic / declarative knowledge and skills in practice, to create success situations, to form skills of self-control and mutual control. It is stated that modern paradigms of foreign language teaching outline the need to create conditions for active mastering of foreign language communication skills through the ability to understand and to achieve coherence in the reception and production of utterances within the communicatively significant speech formations. The main aspects of foreign language learning process on a communicative basis consider, namely: non-standard methods and forms of work that support students’ speech and mental activity and contribute to the maximum disclosure of their inner potential. It has been concluded that the effectiveness of communicatively oriented foreign language teaching depends on teachers’ understanding of the need to abandon authoritarian and scholastic methods and to apply teaching methods aimed at intensifying of the forming foreign language process and general cultural background of students in a creative way.
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Turgunova, Farida. "FEATURES OF APPLYING AN INTEGRATIVE APPROACH IN THE DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 203–6. https://doi.org/10.5281/zenodo.14209318.
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<em>This paper examines the features of the integrative approach in the development of foreign language communicative competence in the modern educational process. It is proposed to introduce specially developed industry-specific English language teaching programs into the educational process at non-philological universities. It is shown that at the current level of development of methods of teaching a foreign language, the priority of the teacher’s activity is the formation in students of the required level of communicative competence, which is associated with combining knowledge in different disciplines. It is also confirmed that learning based on an integrative approach allows students to establish connections between different subjects and contributes to a deeper assimilation of educational material.</em>
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Abdumalikova, Sevinch T. "FORMATION OF COMMUNICATIVE COMPETENCE IN THE STUDY OF ENGLISH BY STUDENTS OF A NON-LINGUISTIC UNIVERSITY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 07 (2022): 52–58. http://dx.doi.org/10.55640/eijmrms-02-07-11.
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This article discusses the formation of communicative competence in the study of English by students of a non-linguistic university. Within the framework of the competence-based approach, specialists in the field of foreign languages consider various competencies, including such as subject, communicative, activity, developing; but communicative competence is always singled out as the main one, since it is this competence that is the basis for the development of all other competencies. In an integrated communicative approach, created on the basis of deep theoretical and practical developments, special attention is paid to the communicative orientation of education.
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Doskhozhina, Zh M. "THEORIES OF COMMUNICATIVE SOCIETY: PHILOSOPHICAL APPROACH." Adam alemi 98, no. 4 (2023): 50–58. http://dx.doi.org/10.48010/2023.4/1999-5849.05.
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The study of communication nature in the context of society not only makes it possible to identify the role of communication in social analysis, but also contributes to understanding and determining the level of communication impact on the formation of priority social institutions. In this regard, the study aims to analyze the system theories of communicative society in the following directions. First, in the specialized areas of socio-cultural practice, that is, the ways of carrying out certain communicative actions in society; second, by the nature of communication, for example, interpersonal or business; third, on the principle of information content of communication processes. The philosophical approach in this context focuses, first of all, on the spiritual activity of the subject of communication, the change of his world views and orientations, concepts and ideas, views and opinions for the benefit of humanitarian values.
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Tetiana, Rudiuk. "Research method of the synonymy phenomenon of family lexemes on the basis of the communicative and activity approach." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 42–45. https://doi.org/10.15587/2519-4984.2020.199298.
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The article is about the theoretical analysis of methodological, pedagogical, psychological, professional and other literature on the problem of the study of the phenomenon of synonymy of related lexemes and methods of teaching them on the basis of communicative-activity approach. There was determined the initial level of ownership of such concepts as «family vocabulary» and «synonymy of related lexemes», practical skills of constructing own utterances, the ability to use synonyms-correspondences in a creative context were clarified. A system of exercises has been developed that aims at developing empathy in the classroom, friendliness and ability to understand one another more deeply, to be able to pick up synonyms for these units, and explain their lexical meaning. There was introduced and realized a number of psychological and rehabilitation exercises in the class family, the skills of forgiving and asking for forgiveness. Among the conditions that ensured the effectiveness of the communicative activity approach there was the creation of a favorable psychological microclimate of the team, comfort and acceptance of each of its members individually. It was shown the importance to support humanity and tolerance towards the participants of the educational process and for each individual personally. The system of intersubject links is implemented in the context of a certain algorithm of actions, namely: before, directly, and after the exercise. The self-reflection stage is closely linked to the language material in the lesson. There were discussed semantic shades of synonyms of family vocabulary and variants of their use in certain situations of associative experiments. The creative use of IT in the context of the study synonymy of family vocabulary, based on the communicative-activity approach, is proposed
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Zhaukumova, Sh, N. Khanina, and S. Zhakipbekova. "Pedagogical technologies for the development of professional communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 109, no. 1 (2023): 62–71. http://dx.doi.org/10.31489/2023ped1/62-71.
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In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.
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Z. Ye., Shumeiko. "Formation of language communicative competence of the State criminal and executive service employees on the basis of communicative approach." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (2021): 168–78. http://dx.doi.org/10.32755/sjeducation.2021.01.168.
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The author of the article analyzes the components of the communicative competence of employees of the State Criminal and Executive Service (knowledge, skills, abilities, personal features) on the basis of the definition of this phenomenon. The author emphasizes that a special role in the formation of this phenomenon is played by the training courses of Ukrainian and foreign languages for professional orientation, as well as other disciplines of the social and humanitarian course. Shumeiko Z. Ye. substantiates the expediency of using the communicative approach in the process of forming the language communicative competence of the employees of the State Criminal and Executive Service by analyzing the basic concepts of research (“approach” and “communication”). The author proves that this approach is based on the consideration of educational phenomena through the prism of the concept of educational and pedagogical communication. The introduction of a communicative approach to the training of future specialists of State Criminal and Executive Service involves the implementation of three main conditions, in particular: the purpose of training courses should be to develop skills (grammar, lexical, phonetic, speech) necessary for speech activity; the need to select exercises communicative in nature, as well as tasks for the development of skills and speech skills; formation of the incentive-motivational phase of the activity of the future specialists. The author of the article concludes that for the effective formation of language communicative competence on the basis of the communicative approach teachers should create the communication situations, as well as to select text material taking into account the professional orientation of students, to apply the optimal forms, methods and means of organizing the educational process, as well as to form internal needs of students in speech communication, to encourage development and self-development in this area. Key words: employees of the State Criminal and Executive Service, language communicative competence, communicative approach.
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Ampatuan, Ramlah A., and Ariel E. San Jose. "Role Play As An Approach In Developing Students Communicative Competence." International Journal for Innovation Education and Research 4, no. 1 (2016): 18–24. http://dx.doi.org/10.31686/ijier.vol4.iss1.503.
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This study was conducted to examine the outcome of role play as an approach in developing the communicative competence of freshmen. Moreover, the focus of this study was on how the role-play as an approach was conducted; hence, necessary enhancement should be offered if needed. The information were gathered through Focused Group Discussion (FGD). Guide questions were prepared and validated; interviews were recorded, transcribed, interpreted and analyzed. Results revealed that role play as a type of communicative activity was a valuable classroom approach to assist students in developing their communicative competence and to provide the students an opportunity to practice the English language with fluency and accuracy. It was also discovered that role play was beneficial in developing students’ communicative competence provided that it was not done too long. It encouraged students to express themselves; provided self-confidence and opportunity for practicing the rules of social behavior; and allowed learners to use their learned language.
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Wang, Siyi. "The Effectiveness of a Role-Play Activity in Practicing EFL Learners’ Communicative Competence." Journal of Education and Educational Research 9, no. 3 (2024): 80–82. http://dx.doi.org/10.54097/gknekf50.
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This study was conducted to explore the effectiveness of role-play activity in practicing communicative competence of EFL learners. The writer suggested that role-play activity is a valuable classroom approach to assist students in practicing their communicative competence and to provide them with an opportunity to practice the English language with fluency and accuracy. In addition, the writer also proposed a definition of the effectiveness of role-playing activities in practicing communicative competence of EFL learners and provided relevant teaching suggestions.
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Latysheva, Svetlana. "Discourse-Competence Approach to Design of ESP Courses." SHS Web of Conferences 50 (2018): 01095. http://dx.doi.org/10.1051/shsconf/20185001095.
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The article studies a new approach to the design of Vocational English courses included into a lager field of English for Specific Purposes or ESP. The courses aimed at the development of foreign communicative competence of Science and Engineering students are in the focus of this research. The approach is an attempt of the integration of the competence model with the paradigm of discourse analysis. This provides a holistic understanding of speech activity as a socially related process and increases the effectiveness of communicative competence development because the discursive practices of the experts’ community semantically specify the professional communication of its participants.
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Rudiuk, T. V. "Psychology of love and the study of family tokens (communicative-activity approach)." Pedagogical sciences reality and perspectives 2, no. 79 (2021): 86–89. http://dx.doi.org/10.31392/npu-nc.series5.2021.79.2.18.
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Rudiuk, T. V. "Family vocabulary as a tool for improving interpersonal relationships (communicative-activity approach)." Pedagogical sciences reality and perspectives, no. 76 (2020): 138–41. http://dx.doi.org/10.31392/npu-nc.series5.2020.76.30.
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Larionova, L. G. "Speaking and Spelling Exercises: Their Role in Teaching Using Communicative-activity Approach." Russian language at school 80, no. 5 (2019): 7–12. http://dx.doi.org/10.30515/0131-6141-2019-80-5-7-12.
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Urazayevа, Kuralay, Gulnur Yerik, and Aliya Aitpayeva. "Lesson on Russian Literature based on the communicative-activity approach (literary tale)." ARPHA Proceedings 4 (May 31, 2021): 1029–50. https://doi.org/10.3897/ap.e4.e1029.
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The article is devoted to the communicative-activity approach to the study of Russian literature by schoolchildren for whom Russian is not their native language. The article presents the experience of designing lessons for the study of the tale of O. Wilde and A. Pushkin. The examples of achieving performance in terms of skills and competencies, the implementation of integrated teaching of speech activity, a combination of types of educational activities are shown. The experience of didactics is generalized from the standpoint of motivation to study a second language and literature, and the formation of effective communication skills. The fairy tale "The Nightingale and the Rose" by O. Wilde is considered as a model of learning from the standpoint of enhancing the empathy of students, adapting the fairy tale to the perception of the listener. Communication exercises are developed using cultural linguistics, the development of the student's linguistic competence, the ratio of the communicative and pragmatic sides of the lesson, using the experience of textbooks in a fixed format. The development of the recommended didactic resource takes into account the directions of the reform in the secondary school of Kazakhstan. The method of practical teaching of literature is described from the standpoint of achieving measurable results, the implementation of text-centric teaching, integrated teaching of speech activity, a combination of types of educational activities, comparative study of English and Russian literary fairy tales. It has been substantiated that the practical task of teaching, the assessment of students' answers as an element of learning, contribute to their motivation to study a second language and literature, the development of critical thinking, and a creative approach.
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Shumskyi, Oleksandr. "Modern Approaches to Foreign Language Teaching: World Experience." Comparative Professional Pedagogy 6, no. 1 (2016): 41–46. http://dx.doi.org/10.1515/rpp-2016-0006.
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Abstract The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.
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Каrasiova, Olena Viacheslavivna. "Means of forming another language communicative competence of students of non-lingual specializations." Scientific Notes of the Pedagogical Department, no. 52 (September 7, 2023): 71–80. http://dx.doi.org/10.26565/2074-8167-2023-52-08.
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Problem formulation. In pedagogy, enough experience has been accumulated to solve scientific and practical tasks related to the problem of forming the foundations of a student`s professional orientation. In the scientific literature, professional orientation is considered as a leading personality trait, which includes the entire system of motivations for life and activity, that determines the selectivity of relationships, positions and activity in professional activity. The problem of professionality oriented communication is considered in the works of many scientists and practitioners. In turn, the problem of learning a foreign language based on the principles of professionally oriented communication is closely related to issues of motivation. The communication-oriented approach today is a methodological standard, and the creativity of students is one of its characteristic features of the communicative-oriented approach today is a methodological standard, and the creativity of students is one of its characteristic features of the communicative-oriented approach. The creative element of the communicative approach allows to organize the usage of a foreign language in productive activities, including communication, the sphere of service business, management, jurisprudence, art, self-education. The purpose of the article is to determine and characterize the means of formation of foreign language communicative competence of students with non-languge specialities.
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Sidorova, Natalia Anatolievna, Elena Vladimirovna Kurochkina, and Olga Vasiljevna Khromochkina. "Creativity of Precedents: from Word to Text. The Boundaries of Actualization (on the Material of English and Russian Languages)." Philology. Issues of Theory and Practice 17, no. 6 (2024): 1821–27. http://dx.doi.org/10.30853/phil20240260.
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The aim of the study is to describe the ways of creating precedents in language, the possibilities of their realization, characteristic of ethnic language and culture. The article considers the situations of using precedent units in speech communication on the material of English and Russian languages. The analysis of the use of precedent units revealed the creative potential of the phenomenon of precedence and identified a number of opportunities for further study of the phenomenon in the activity aspect. The scientific novelty of the research consists in the fact that for the first time creative possibilities of precedent language units are considered within the framework of the system-activity approach to the study of speech communication in linguistic, cognitive and communicative dimensions. As a result of the study it was established that the creative process of making a precedent unit is an individual cognitive-communicative activity of each of the communicators. Highly communicative communicators are most active in the generation of creative texts; precedence in speech is justified by the framework of conjugation of cognitive activity, communicative activity of the author and cognitive activity, communicative activity of the recipient of speech communication.
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Motov, Sergei V. "The communicative aspect of the linguocognitive approach to foreign language teaching." Tambov University Review. Series: Humanities, no. 5 (2023): 1179–93. http://dx.doi.org/10.20310/1810-0201-2023-28-5-1179-1193.
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Importance. The modern state of foreign language teaching methods evokes the issue of optimizing and transforming such teaching in accordance with the requirements of the time, the changing society and new scientific paradigms, especially those affecting the issues of cognitive and communicative human activity. Under these conditions, advances and the results of modern areas of cognitive linguistics as well as the wide range of closely related cognitive sciences gain significant importance, demonstrating potential for their integration into the educational process. The purpose of the research is to isolate the communication and communicative activity interpretation key features from the cognitive sciences’ standpoint and their inclusion in the structure of communicative foreign language teaching through the linguocognitive approach perspective. Materials and Methods. The materials of the research include the scientific works of domestic and foreign researchers-cognitologists and specialists in the field of foreign language teaching methods. The research methods involve the analysis of scientific literature on the research problem, synthesis, generalization, systematization and classification. Results and Discussion. The current views on communication as part of teaching foreign languages are affected by a number of trends in cognitive linguistics and cognitive sciences in general, relevant for modern communicative foreign language education are studied. The research singles out the main components of communication from the standpoint of the cognitive sciences as well as identifies significant factors that determine effective communicative interaction in social and educational contexts. The key provisions of the linguocognitive approach to foreign language teaching are formulated, reflecting the essential side of communication in the target language within the framework of the lesson and situations of real communicative interaction. The research specifically focuses on the importance of taking into account the technological side of communication in modern society and educational environment. Conclusion. Communication as a meaningful interaction phenomenon in a foreign language class remains a foreign language education’s key element. Changes in the communicative interaction’s essence and content understanding under the cognitive sciences and the modern society digital transformation developments’ influence predetermine the significance of the linguocognitive approach as a promising approach to foreign language teaching in the modern educational context.
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Kroiče, Irēna. "CRITICAL COMMUNICATIVE APPROACH IN THE VOCATIONAL SECONDARY EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 131. http://dx.doi.org/10.17770/sie2016vol2.1377.
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The author investigates opportunities to apply critical communicative approach in the process of vocational training. To satisfy market demand for competitive and critically thinking experts it is necessary to provide problem oriented and reflexive training.The didactics of social constructivism is based on dialogical relations between teachers and trainees; mutual cooperation results in obtaining new experience, stimulation of cognitive activity, critical thinking and motivation.
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Petrova, M., E. Uteubayeva, and T. Kokhanover. "Didactic approach to the process of communicative competence formation." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 79–84. http://dx.doi.org/10.31489/2020ped4/79-84.
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Article is devoted to studying of the didactic approach to teaching foreign languages. One of the key elements of foreign languages teaching is didactic approach, which organize and manage the process of teaching and is aimed at achieving the best result. It is very important to chose the appropriate didactic principles and organ-ize its activity in pedagogical process. As a result of analyses of Russian and foreign methodologist in the ar-ticle we made the attempt to elicit and prove the main and effective principles of didactic approach to im-prove the communicative competence of the learners in the conditions of trilingual education.
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Popova, Svetlana V., and Mikhail I. Rusakov. "Practical aspects of formation of foreign language communicative competence among students based on the intersubject approach." Psychological-Pedagogical Journal GAUDEAMUS 22, no. 3 (2023): 42–49. http://dx.doi.org/10.20310/1810-231x-2023-22-3-42-49.
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The foreign language communicative competence of high school students is formed within the framework of an interdisciplinary educational approach, the main principle of which is the principle of integration. The methodological justification for solving the research problem is the interaction of sociocultural, communicative-activity, personality-oriented, cognitive approaches with the dominance of an interdisciplinary approach. This research defines the importance of developing foreign language communicative competence among high school students on the basis of an interdisciplinary approach, presents pedagogical conditions that contribute to the process of forming a foreign language communicative competence of high school students based on an interdisciplinary approach, identifies criteria and determines the levels of development of foreign language communicative competence among high school students based on an interdisciplinary approach. approach. The results obtained in the form of lesson plans and conclusions regarding the effectiveness of the interdisciplinary approach in English lessons in a general education school, aimed at the formation of foreign language communicative competence, can serve as the basis for identifying the level of formation of foreign language communicative competence of students, as well as creating teaching aids based on interdisciplinary approach in teaching foreign languages. We describe the effectiveness of integrated lessons, the stages of work for developing a lesson, the essence of which is the implementation of interdisciplinary connections.
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Шалина, И., and I. Shalina. "Communicative Behavior of a Priest in the Situation of Consoling." Scientific Research and Development. Modern Communication Studies 8, no. 3 (2019): 68–72. http://dx.doi.org/10.12737/article_5ce3be08eaba78.71122236.
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The article describes the communicative behavior of a priest in the situation of consoling. The materials were taken from the Internet and from the conversations of Metropolitan Anthony (Surozhsky). The speech-activity approach allows to reveal speech formulas of consolation together with effective communicative strategies and tactics of the priest, and to interpret communicative failures. The ability to console is supposed to be an integral part of the communicative competence of everyone who bears Orthodox culture.
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Simpun, Dina Mardiana, Kuswari, et al. "Model Terpadu Pendekatan Direct Instruction-Komunikatif dalam Program Pelatihan Publikasi Karya Ilmiah." Jurnal Pendidikan Dasar dan Menengah 1, no. 2 (2023): 28–39. http://dx.doi.org/10.69743/edumedia.v1i2.16.
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The purpose of this qualitative-conceptual research is to describe a literature on the result of the development of an integrated model of the direct instruction and communicative approach. The integrated direct instruction-communicative approach is applied in a training program for publication of scientific papers in ICT-based or OJS-based in scientific journals for classroom teachers in Central Kalimantan Province. This activity was carried out in July 2023 and involved 30 classroom teachers from various primary schools in Central Kalimantan Province. The development model design of integrated approach between direct instruction and communicative approach used Borg and Gall Research and Development method covering to the third stage, namely product development. In its application, the integrated approach of direct instruction and communicative approach includes the modeling phase and the strategy of communicative competence. From the results of the integrated model development applied, it was found that the classroom teacher's knowledge and skill increased when evaluated, that is by obtaining an average score of 82 with a completion percentage of 91%. Thus, it can be concluded that the integrated approach of direct instruction and communicative approach is very relevant to be used in the training program of scientific paper publication for classroom teachers of primary schools in Central Kalimantan Province.
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Markova, Nadezhda Grigoryevna, and Alsu Ildusovna Ishimova. "The development of the prospective teacher’s communicative competence as an indicator of successful professional activity." Samara Journal of Science 11, no. 2 (2022): 296–301. http://dx.doi.org/10.55355/snv2022112306.
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In this paper the authors reveal a relevance of the prospective teachers communicative competence development as a basic component and requirement for professional activity. The professional standard requires readiness for pedagogical activity, the basis of which is the development of communicative competence of a prospective teacher. The authors distinguish ways for communicative skills development among students in the process of studying a set of pedagogical courses while receiving pedagogical education. The paper states the need to adhere to a systematic approach to communicative competence development as the dominant component of the professional competence of a prospective and novice teacher. The authors emphasize that the effectiveness of his or her pedagogical activity is determined by the content of the communicative portrait of students - prospective teachers, and the effectiveness of the educational process will depend on this. Namely, communicative knowledge, the skills and abilities of a prospective teacher will build a trajectory of object-subject and subject-subject interactions in the holistic educational process. The key component of communicative competence is the communicative culture of a teacher, which ensures an effective construction of feedforward and feedback with the participants of the educational process. Professional activity always requires from a prospective teacher an ability to build a strategy, tactics and technique of subject-subject interactions, organize joint activities with students to achieve learning goals.
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Harchenko, A. "Problem of Competence Approach Realization during the Process of Students’ Language Training at Secondary Schools." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (December 10, 2021): 153–57. http://dx.doi.org/10.35433/pedagogy.3(89).2017.153-157.
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In the article the author investigates the problems of forming of communicative competence in secondary schools. The concept of communicative approach is analyzed in the scientific literature, defined the importance of communicative competence of pupils of secondary schools, focuses on issues of competence of language education, including pupils’ poor motivation training . The author analyzes the process of formation of communicative competence in the context of the current Ukrainian language policy, focuses on the communicative approach as one of the priority and emphasizes the importance of the relationship between school language education and real needs of our society. The author notes that modern communicative focus of the educational process in educational institutions will create opportunities to realize value, development and educational aspects of the Ukrainian language as a school subject. In modern teaching methodology the implementation of communicative approach ensures the creation of a special space for child’s training; in which any pupil choose his own way of activity. Linguistic competence is a broad term which includes linguistic or grammatical competence, sociolinguistic or socio-cultural competence. Linguistic and communicative competence must combine to produce, general, overall, language proficiency which can be referred to as integration Although language competence does not determine the success of communication, but creates the conditions for participation in the communication process, which affect both extralinguistic (psychological, social, national, history, age, etc.) and intralinguistic (complexity of the language system) factors.
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Wang, Binhua. "Exploring Approaches to Interpreting Studies." Chinese Semiotic Studies 14, no. 2 (2018): 149–61. http://dx.doi.org/10.1515/css-2018-0010.
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AbstractThis article explores the relevance of semiotic perspectives on and approaches to Interpreting Studies. Interpreting can be perceived as textual (re)production, as communicative interaction, and as a sociocultural activity, and can be studied in the linguistic and structural approach at the micro-dimension, the pragmatic and communicative approach at the meso-dimension, and in the sociocultural approach at the macro-dimension respectively. Different degrees of applicability can be identified in structural semiotics, interpretive semiotics, and social semiotics. Multimodal analysis integrating linguistic semiotics, paralinguistic semiotics, and non-linguistic semiotics is identified as having great potential in examining the communicative process of interpreting in its entirety.
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Мыльникова and N. Mylnikova. "System-and-Activity-Based Approach in Teaching to Primary Schoolchildren." Primary Education 3, no. 1 (2015): 42–48. http://dx.doi.org/10.12737/7840.
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The paper makes a case for efficiency of system-and-activity-based approach when implemented in the practice of primary school teaching.
 The author highlights the unconventional educational methods and techniques, to be used by primary school children, such as: discussion of
 problems and topical issues; hypothesizing; completion of creative tasks, aimed at enhancing learners’ communicative activities.
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Gorokhovskaya, Nadezhda A. "Model of Formation of Communicative Competences of Students-Programmers in the Process of Joint Activity." Siberian Pedagogical Journal, no. 2 (April 22, 2024): 93–105. http://dx.doi.org/10.15293/1813-4718.2402.09.
Full textAbstract:
Effective professional activity in the digital era is based on the ability to make decisions, willingness to cooperate and skills to manage emotional intelligence. Therefore, it is necessary to improve the training of IT-specialists and create conditions for the formation of their communicative competences. The purpose of the article is to discuss the results of the development of the model of the process of forming communicative competences of software engineering students in collaborative activities. The research methodology includes competence-based, constructivist, network approach, personality-oriented approach and activity-based approaches. The method of pedagogical modeling was used, which allowed to correlate the existing and ideal characteristics of the educational process under study, to identify and outline ways to improve it in the context of professional activity in the IT-sphere. The development of the model was carried out taking into account the technology of “blended learning”. Research results. The model of the process of formation of communicative competence of students-programmers includes the target block, in which the personal goals of education, the standard of specialty 09.02.07 “Information Systems and Programming”, the requirements of employers to the professional activity of programmers are indicated; the organizational-activity block, including diagnostic and activity-forming activities; the result-criterial block, including criteria and indicators of assessment of communicative competence. Conclusion. Communicative competences of students-programmers include knowledge of psychological bases of communication and possession of virtual communication skills, active participation in teamwork, skills of constructive interaction, organizational skills, readiness for interaction, orientation to self-improvement in interaction, self-motivation skills, self-regulation skills, self-control, conflict resolution. The process of formation of communicative competences of students-programmers is carried out in the educational activity on the basis of learning in cooperation as a type of joint activity, providing students’ motivation for constructive interaction, increasing the performance of academic tasks, individual responsibility, eliminating the barriers of interaction through the use of flexible planning strategy and organization of virtual teamwork based on the principles of Agile-methodology and Scrum-method.
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Mohammad Umar Fakhrudin and Chandra Lukita. "Teaching Speaking Skills Communicatively to Promote Education 4.0: Review." Journal of Literature Language and Academic Studies 2, no. 02 (2023): 22–30. https://doi.org/10.56855/jllans.v2i2.606.
Full textAbstract:
Education 4.0 is a new notion in the educational field which contributes to the development technology to support teaching and learning process. Referring to its trend, many English teachers employ different approaches and methods to make teaching and learning process successfully delivered to students, especially in teaching speaking, as what is demanded in education 4.0. The approaches which is effective and frequently used is Communicative Language Teaching Approach emphasizing on its principles. Communicative Language Teaching is an approach which mainly focuses on improving the communicative competence in order to develop good communication and the use of effective language. This qualitative research is intended to discuss how to teach speaking communicatively by implementing the principles of CLT to promote Education 4.0. The writer found that by applying five principles of CLT in the form of role-play activity could effectively promote Education 4.0. Keywords: Education 4.0; Communicative Approach; the Principles of Communicative Methodology; Speaking
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Voskerchyan, Olga, and Larisa Lepichova. "A communicative and cognitive approach to teaching monologue communication to foreign students in the educational and professional sphere." E3S Web of Conferences 273 (2021): 11004. http://dx.doi.org/10.1051/e3sconf/202127311004.
Full textAbstract:
The article discusses the issue of the unit of learning/mastering of foreign students to a scientific monologue as one of the types of communicative-cognitive activity. In the mainstream of the communicative-cognitive approach, the content of the concept of a unit of learning/assimilation is formulated, the requirements and functions of this methodological category are described, the parameters of methodological modeling are indicated.